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ERIC Number: ED549529
Record Type: Non-Journal
Publication Date: 2012
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-7582-0
The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading
Collum, Sharon P.
ProQuest LLC, Ed.D. Dissertation, Liberty University
According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006; Begeny, Krouse, Ross, & Mitchell, 2009). Barnyak and Paquette (2010) suggested that although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary school teachers from different elementary schools within a school district shared their perceptions of reading instruction in conjunction with their content knowledge. Their satisfaction of direct instruction was analyzed through interviews, observations, and surveys. Results from this study could result in changes in the delivery of this instructional method, professional training provided to teachers, and the allocation of funds. In addition, results may also help educators become aware of how much of an impact their personal feelings influence student performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A